Evaluation

CRNA in 3D LogoStatement of Purpose:
The comprehensive evaluation plan will document the CRNAs in 3D program’s success in meeting the identified programmatic goals and objectives. The evaluation implementation plan has been designed to provide participant, faculty, and stakeholder feedback, program outcomes, and academic outcomes on an ongoing basis thus ensuring timely responses regarding any programmatic gaps and/or barriers to student success. The conceptual framework supporting this evaluation plan is based upon The Adapted Model of Institutional Support 1.  This model was originally developed to describe institutional supports necessary to assist Hispanic doctoral students. The constructs of this model include financial support and opportunity, moral and emotional support, faculty and professional mentorship, and technical support 2.   The incorporation of both qualitative and quantitative data collection instruments enables the Evaluation Team to successfully assess each aspect of the model.

Program evaluation reports will provide information regarding the program’s implementation, strengths, challenges, and areas for improvement that will facilitate programmatic decisions and action. Evaluation strategies are also in place to track and report on participants’ post-graduation professional success at both 1 and 3 year intervals.

Evaluation of the CRNAs in 3D program is designed to achieve the following four objectives:

  • To record and document program initiatives, activities, and outcomes, participants’ demographic information, academic outcomes and professional success at the individual, social, and structural levels.
  • To assess program successes and/or challenges in achieving each of the identified goals and the specific objectives associated with each goal.
  • To analyze evaluation data in order to inform programmatic decisions, particularly regarding program strategies, activities, curriculum revisions, and student academic success and retention. These formative measures will provide continuous feedback, enabling rapid response to potential barriers, as well as help to ensure effective and efficient delivery of program services.
  • To assess data gathered from individuals who have chosen to leave the program prior to completion in order to better understand the challenges, barriers, and/or struggles that may have prevented successful program completion. Data will inform program adjustments, revisions, and/or support strategies designed at increasing student retention and success.

1M. Valerde and R. Rodriquez, “Increasing Mexican American doctoral degrees: The role of institutions of higher education,” Journal of Hispanic Higher Education, vol. 1, no.1, pp. 51-58, 2002.
2C. Loftin, S. Newman, B. Dumas, G. Gilden and M.L. Bond, “Perceived barriers to success for minority nursing students: An integrated review”, International Scholarly Research Network Nursing, vol. 2012, doi: 10.5402/2012/806543.